{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,5]],"date-time":"2026-02-05T10:15:03Z","timestamp":1770286503049,"version":"3.49.0"},"reference-count":27,"publisher":"Emerald","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2025,11,11]]},"abstract":"<jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>The purpose of this study is to know how a teacher\u2019s understanding and practice regarding whole-class discussion develops as she participates in three successive lesson studies.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design\/methodology\/approach<\/jats:title>\n                    <jats:p>This study is qualitative and interpretative, with participant observation design. We analyze the case of a middle school teacher (students 10\u201312\u00a0years old) by using discourse analysis to identify the reproduction or production of discourses regarding whole-class discussion and to identify productive networks that led to new discourses. The data analyzed in this paper were collected between 2021 and 2023 regarding a teacher\u2019s initial individual interview and her subsequent participation in three lesson studies.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>Even though the contribution of lesson study is traceable during the teacher\u2019s first participation in it, sustained involvement in this process was important to raise her awareness of the impact of her practice regarding whole-class discussion on students\u2019 learning. The teacher\u2019s development was increased by the exploration of mathematical tasks explored before proposing them to students, anticipation of a diversity of strategies and planning the board, the presence of a facilitator and participation in more than one lesson study.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Originality\/value<\/jats:title>\n                    <jats:p>The teacher took part in three lesson studies over two school years, which allows for a longitudinal analysis of the development of her understanding and practice of whole-class discussion. Discourse analysis, considering the notions of intertext and productive networks, allowed identifying what contributed to these developments and how they evolved.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1108\/ijlls-01-2025-0028","type":"journal-article","created":{"date-parts":[[2025,5,2]],"date-time":"2025-05-02T22:06:43Z","timestamp":1746223603000},"page":"334-349","source":"Crossref","is-referenced-by-count":2,"title":["They\u2019re already asking, I\u2019m more alert: a teacher\u2019s journey with mathematical whole-class discussions within lesson study"],"prefix":"10.1108","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6770-3366","authenticated-orcid":true,"given":"Filipa","family":"Faria","sequence":"first","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa , ,","place":["Lisboa, Portugal"]},{"name":"UIDEF , ,","place":["Lisbon, Portugal"]}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6203-7616","authenticated-orcid":true,"given":"Jo\u00e3o Pedro","family":"da Ponte","sequence":"additional","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa , ,","place":["Lisboa, Portugal"]},{"name":"UIDEF , ,","place":["Lisbon, Portugal"]}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4658-6281","authenticated-orcid":true,"given":"Margarida","family":"Rodrigues","sequence":"additional","affiliation":[{"name":"Instituto Polit\u00e9cnico de Lisboa, Escola Superior de Educa\u00e7\u00e3o, Ci&DEI , ,","place":["Lisbon, Portugal"]}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0861-6016","authenticated-orcid":true,"given":"Marisa","family":"Quaresma","sequence":"additional","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa , ,","place":["Lisboa, Portugal"]},{"name":"UIDEF , ,","place":["Lisbon, Portugal"]}]}],"member":"140","published-online":{"date-parts":[[2025,5,6]]},"reference":[{"issue":"3","key":"2025110806374626500_ref028","doi-asserted-by":"publisher","first-page":"145","DOI":"10.3102\/0013189X11410403","article-title":"Code of ethics","volume":"40","author":"AERA","year":"2011","journal-title":"Educational Researcher"},{"key":"2025110806374626500_ref001","doi-asserted-by":"publisher","DOI":"10.1016\/j.tate.2022.103951","article-title":"Using lesson study to change teacher knowledge and practice: the role of knowledge sources in teacher change","volume":"122","author":"Benedict","year":"2023","journal-title":"Teaching and Teacher Education"},{"issue":"2","key":"2025110806374626500_ref002","doi-asserted-by":"publisher","first-page":"125","DOI":"10.1023\/A:1009947032694","article-title":"Promoting mathematical communication in the classroom: two preservice teachers\u2019 conceptions and practices","volume":"3","author":"Brendefur","year":"2000","journal-title":"Journal of Mathematics Teacher Education"},{"key":"2025110806374626500_ref003","first-page":"11","article-title":"Ensino explorat\u00f3rio da Matem\u00e1tica: Pr\u00e1ticas e desafios","volume":"115","author":"Canavarro","year":"2011","journal-title":"Educa\u00e7\u00e3o e Matem\u00e1tica"},{"key":"2025110806374626500_ref004","volume-title":"Aprendizagens essenciais de matem\u00e1tica no ensino b\u00e1sico","author":"Canavarro","year":"2021"},{"key":"2025110806374626500_ref005","doi-asserted-by":"publisher","first-page":"6","DOI":"10.26034\/vd.rm.2020.1732","article-title":"Lesson study, enseignement par la r\u00e9solution de probl\u00e8mes et neriage: r\u00e9flexions autour de l\u2019observation d\u2019une le\u00e7on de math\u00e9matiques","volume":"233","author":"Clivaz","year":"2020","journal-title":"Revue de Math\u00e9matiques pour l\u2019\u00e9cole (RM\u00e9) - Ex. 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